Abstract
The purpose of this article was to investigate relationships between literacy, numeracy, and problem solving ability with characteristics of individuals within the United States prison system. The Programme for the International Assessment of Adult Competencies (PIAAC) dataset was used for analysis, which included information for 1,319 participants ages 16–74. Results indicated that offenders’ prior experiences and prison context variables differentially predicted literacy, numeracy, and problem solving in technology-rich environments. Implications for prison education are discussed along with study limitations.
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